


PAPER. SLOY 



FOR PRIMARY Gt A 



Q 



EDNAH ANNE RICH 





diss LB 1.542. 

Book. 5 



Copyright N°_ 



COPYRIGHT DEPOSIT. 




Children in the Primary Grades at work on Paper Sloyd Models 



PAPER SLOYD 



A Handbook for Primary Grades 



BY 

EDNAH ANNE RICH 

Principal of The Anna S. C. Blake Manual Training School, Supervisor Manual Training Public Schools, Santa Barbara, California 

Graduate of Sloyd Training School, Boston, Massachusetts, Slojdlarareseminarium, Naas, Sweden 

Lehrerbildungsanstalt fur Knabenhandarbeit, Leipzig, Germany 

Harvard Summer School 



GINN & COMPANY 

BOSTON • NEW YORK • CHICAGO • LONDON 



~y ■ 



LIBRARY of CONGRESS 
Two Copies Received 

DEC 30 1905 

CopyrleUt Entry 

class' ^ xxe. no 

' COPY B. , 






Entered at Stationers' Hall 



Copyright, 1905 
By EDNAH ANNE RICH 



all rights reserved 



55-9 



ffifje gtbenccum JDreSs 



PREFACE 



This little book is written with the thought that it may help 
teachers and parents who desire to teach children such con- 
structive work in paper as is comprehensible in the first primary 
grades. Its publication is designed to give right training and 
happiness to many little children, thereby extending the good 
work of Miss Anna S. C. Blake, to whose generosity the author 
is indebted for much valuable experience as sloyd teacher and 
supervisor of manual training. 

Miss Anna S. C. Blake established in Santa Barbara, Cali- 
fornia, in 1891-1892, the first manual training on the Pacific 
coast for public-school classes (sewing and cooking for girls, 
wood sloyd for boys), and maintained the same until her death 
in 1899, — the work having been previously adopted into the 
regular curriculum of the city schools. 

Miss Blake's idea that there should be no break in the hand 
and eye training from the kindergarten to the fourth grade, 
where wood sloyd and sewing properly begin, encouraged the 
working out of the series of simple models herein pictured and 
described. Seven years of experience with classes, varying in 
size from ten to forty, girls and boys, taught in the class room 
by grade teachers, have brought satisfactory results. 

The name "paper sloyd" was first applied to this course 
of constructive work by the primary teachers and pupils who 



recognized the training as a preparation for the wood sloyd and 
the sewing. Experience in teaching paper sloyd brought a 
broader conception of the value of the work in its relation to 
other subjects and in itself, and the name has been retained 
because it clearly expresses the significance of the training to 
be given through this suggestive series of models. 

The Century Dictionary, describing the origin of the word 
"sloyd" or " sloid " and its application to a special system of 
wood-work, adds: "It is not confined to wood-working, as is 
frequently supposed (though this is the branch most commonly 
taught), but is work with the hands and with simple tools." 

Paper sloyd is only one form of manual training, but it means 
more than the mere mechanical construction of models ; there- 
fore the definition of sloyd given by the Sloyd Training School, 
Boston, has been adopted, with the omission of the word 
"vigorous," which is included when we substitute "wood " for 
" paper " : " Sloyd is tool work so arranged and employed as 
to stimulate and promote vigorous, intelligent self -activity /<?r a 
purpose, which the worker recognizes as good." 

The models are interesting, useful, plain, and simple in con- 
struction. Some of them were suggested by articles of wood 
and others by familiar forms, but in every case the proportion 
and measurements are the product of careful study on the 



author's part, as is the whole plan of work which, unpublished, 
has been in everyday use in city and country schools for six 
or more years. 

Grateful acknowledgment is here made to those primary 
teachers who, during the experimental stages of the work, aided 
in the practical demonstration of the problems which confront 
the introduction of any course of study, and who have by their 
interest and cooperation helped to make the paper sloyd a real 
part of each child's development along right lines. 

The simplicity of equipment and the use of inexpensive 
material in the construction of paper-sloyd models eliminate 
the question of expense, — one of the greatest obstacles to the 

The Anna S. C. Blake Manual Training School 

Santa Barbara, California 

June, 1905 



introduction of manual training into the crowded first primary 
classes. This handbook comes with suggestions to those famil- 
iar with constructive work, and through its explicit directions 
makes possible the teaching of this series of models by any 
earnest instructor who is ready to put forth an effort to " learn 
by doing." 

The book aims to give practical assistance to those who are 
seeking advancement for their pupils, but it carries also an 
earnest plea for thoughtful individual effort on the part of the 
teacher in behalf of each child who is " going forward and up- 
ward step by step." 

EDNAH ANNE RICH 



INTRODUCTION 



In most school systems of importance throughout the country 
to-day promising experiments in manual training are under way, 
and in them all manual training is rapidly winning a respect- 
able place. As our experiments proceed we are learning that 
this form of training has not only a specific educational value, 
that it develops not only manual dexterity, an important and 
obvious result, but that it has also a valuable tonic effect on 
the pupil throughout the whole process of his general educa- 
tion, — on the development of his powers of observation, assim- 
ilation, and expression. 

This general as well as specific educational value of manual 
training has long been claimed for it by its advocates ; but the 
experimental demonstration of the validity of this claim, even 
with our far from satisfactory contemporary schemes of manual 
training, is daily becoming more convincing. 

We are coming to see that the pursuit and attainment by the 
pupil of a concrete end — some object constructed by him in 
accordance with a clearly conceived plan — involves a general 
training as useful in itself and as serviceable in its permanent 
effect on the pupil as the attainment of a purely intellectual end, 
— the successful pursuit of a language, the effective grappling 
with some social problem, or with a problem in natural science or 
in mathematics, each in its own sphere. This is the meaning of 



the widespread recognition of manual training in our contempo- 
rary programmes of study and the rapidly growing expenditures 
for the adequate and appropriate instruction of this "subject," 
particularly in the upper grammar and high school grades. In 
those grades, also, the important value of manual training as a 
means of discovering and developing special aptitude for con- 
structive work, of teaching the pupil the importance of hand 
work as well as head work, and the supreme importance of the 
combination of the two, are winning increasing and appropriate 
recognition. 

Moreover, in every grade, its stimulative effect (formerly 
commonly unsuspected) in awakening peculiar or sluggish 
minds and its wholesome curative influence on abnormal or 
defective pupils are not less apparent than the specific and 
general influences on all minds, referred to above. 

In short, we are coming to see that manual training is an 
exceedingly valuable educational instrument in dealing with 
minds of all types and in every stage of development. To use 
this instrument of education most effectively, we still need a 
well-planned scheme of "construction work" covering every 
grade from the kindergarten through the high school. Two 
conspicuous difficulties are met by all who have such a scheme 
to plan, namely, (i) to make such a choice of materials and 



INTRODUCTION 



processes as will satisfy the child's natural demand for pro- 
gressive continuity in the interest and difficulty of the work 
he has to do ; and (2) at the same time to enable him to 
appreciate with increasing adequacy the social significance of 
constructive activities in modern life. 

Meanwhile very few of the originators of schemes proposed 
or now in operation are satisfied with them. These schemes 
are acknowledged to be provisional or temporary only, serving, 
however, the useful purpose of intelligent experimentation. In 
particular it has been found very difficult to devise a series of 
exercises with appropriate materials for the earliest school years. 
The materials to be employed, the nature of the exercises them- 
selves, and the best way to articulate the work throughout with 
the kindergarten work on the one hand and the grammar-school 
work on the other, and, above all, how to make the work 



contribute in a simple yet serious way to the final realization of 
the full educational value of manual training, are problems whose 
complete solution is yet to be sought. Nevertheless, every 
thoughtful worker brings us a little nearer the end we are 
seeking. The amount of thought and individual experimenting 
now devoted to every phase of manual training is full of 
promise, and I welcome Miss Rich's book as a valuable con- 
tribution to the solution of the problem with which it deals. 
This book seems to offer to teachers, by the special field 
which it covers, by the variety and practicability of the exercises 
which it provides, and by the suggestions it contains for the 
extension and improvement of manual training for primary- 
school children, a good manual of instruction and an excellent 
basis for the intelligent experimentation which it is desirable 
everywhere to promote. 

PAUL H. HANUS 



LIST OF PAPER SLOYD MODELS FOR PRIMARY GRADES 



FIRST-YEAR MODELS 



I. Envelope . 

II. Wall Pocket 

III. Picture Frame 

IV. Pinwheel . 
V. Scissors Case 

VI. Tray . . 

VII. Bookmark . 



Material 

. Manila Drawing 


. 6" X 6" . 


Page 

7 


VIII. Basket . . 


Material 

Manila Drawing . 


6" X 6" . 


Page 




. 6" X 6" . 


8 


IX. Pencil Box . 


" 


4" X 9" . 


12 




. 6" x 6" . 
. 6" X 6" . 
. 6" x 6" . 


8 
9 
9 


X. Fan . . . 
XI. Bonbon Box 
XII. Book Cover . 


" Wrapping . 
" Drawing . 


6" x 12" . 
8" X 8" . 
6" X 8" . 


13 
14 

15 




. 6" X 6" . 
. 2" X 4" • 


10 
10 


XIII. Book Sheets 

XIV. Spool Basket 


Foolscap 
Bristol Board . 


4" X 6" . 
6" X 6" . 


15 
16 



SECOND-YEAR MODELS 



Material 

I. Key Tag . . . Manila Drawing . . 2 

II. Stamp Book . . " " . . 3 

III. Triangular Catch-All Manila Drafting 8" x 8 

IV. Portfolio ... " . . 9 
V. Thread Winder . Bristol Board . . 2 

VI. Match Scratcher " " 

Sandpaper 



3i" 
4i" 



X 
X 
X 

X 

X 2" 
3h" X 3h" 
2" circle 



12 



VII. Handkerchief Box Manila Drafting 



5-1" X 9i" 



Page 

• 17 

• 17 



VIII. 

IX. 

X. 

XI. 

XII. 

XIII. 

XIV. 



Material 

Comb Holder . . Bristol Board 
Folding Card Case Manila Drafting 
Envelope . , 



Wall Pocket 
Picture Frame 
Ribbon Box 
Pen Box 
Collar . 



Bristol Board 

Royal Melton 

Manila Drafting 

Bristol Board 



3i"x 9' 



X 11 
X io£" 
X 8" 
X 10" 
X 11V' 
X 6" 
X ioi" 



THIRD-YEAR MODELS 



Material 

Manila Drafting, 



I. Pocket-Comb Case . 
II. Pyramidal Catch-All 

III. Conical Flower Holder 

IV. Postal-Card Holder . . 

V. Hexagonal Tray . . . Bristol Board . 
VI. Pin Cube Manila Drafting , 



}" 



5*" 



ni" 
6" 



Page 
. 29 

• 30 

• 31 

• 32 



X 8i" . 33 



VII. Whisk-Broom Holder 

Back .... 

Pocket .... 

VIII. Measure .... 

IX (A). Calendar Back . 

IX (B). Calendar Leaves 



Bristol Board 



Foolscap 



H" x 

4|" X 

1" X 

51" x 



6" 

12" 
31" 



PAPER SLOYD MODELS FOR PRIMARY GRADES 



Material 

X. Extension Envelope for 

Clippings . . . Manila Drafting 
XL Box with Cover 

Box Bristol Board 





Cover . . . 




XII. 


Round Frame 


. Royal Melton . 


XIII. 


Blotting Pad 
Blotter . . . 






Back . . . 


Bristol Board . 




Cover for Back 


. Manila Drawing . 




Corners . . . 


Roval Melton 


XIV. 


Twine Holder 


Bristol Board . 









Page 


XV. 


Sliding Pencil Box 


M/ 


TER 


IAL 




1 


9-1' 


X 


Hi" 


• 37 




Box . . . . 


. Bristol Board 


3l" X 


9-1" • 












Case . . . 


. 




" 


6-|" X 


n" ■ 


4i' 


X 


Si" 


. 38 


XVI. 


Match Holder . 


" 




" 


2\" X 


6f" . 


4*' 


X 


5l~" 


• 38 




Bottom (Inside) 


" 




" 


|"X 


2" . 


5" 


X 


5" 


• 39 


XVII. 


Bottom (Outside) 
Letter Holder 






" 


i" x 


24" . 


5" 


X 


71" 


. 40 




Back . . . 


" 




" 


4i" X 


10J" . 


sV 


X 


7i" 


. 40 




Pocket (2) 


" 




" 


4i"x 


6JL" . 


5" 


X 


7l" 


. 40 


XVIII. 


Bank .... 


Manila 


D 


-a/ting 


ey x 


Ill" . 


2tt' 


X 


5" 


. 40 




Roof . . . 


" 




" 


3l" X 


4i" • 


6f 


X 


6|» 


• 4i 




Chimney . . 


" 




" 


i"x 


2j» . 



SUPPLEMENTARY MODELS 



III. 

IV. 

V. 

VI. 

VII. 

VIII. 



IX. 



Quarterfoil Bristol Boar 

Round Button Box ... " " 

Top and Bottom (Inside) " " 

Top and Bottom (Outside) " " 

Collar 

Triangular Candy Box Manila Drafting 
Silk Winder . . . . Bristol Board 2 
Silk Winder (Star) . 
Doll-House Chair . 
Bookmark (Rosette) 
Doll-House Tabouret 

Top .... 
Calendar Holder 

Back (Pentagon) 

Support . . . 



i 31" 



Si" 





Page 


x OK 


48 


X 6|" 


49 


circle 


49 


circle 


49 


X 6|" 


49 


X 9" 


5o 


X 2" 


5o 


circle 


5o 


X 6" 


5i 


X5V 


Si 


x 5" 


52 


circle 




circle 


52 


X 3" 


5 2 



Material 

X. Penwiper 

Cover (Heart-Shaped) Bristol Board 
Leaves .... Chamois 

XL Calendar Holder 

Back (Trefoil) . . Bristol Board 
Paper Ribbons (3) . Manila Drawing 
XII. Diamond-Shaped Box 

Box Bristol Board 

Cover " " 

XIII. Letter Box 

Box 

Base 

XIV. Bookmark .... 



2-f 


X 


3i" • 


2 h' 


X 


2 J" . 


4?' 


X 


4i" ■ 


5' 


X 


9h" ■ 


5 V 


X 


7h" • 


4i' 


X 


6i" . 


6" 


X 


"V • 


2|' 


X 


si" • 


2" 


X 


6" . 



PAPER SLOYD FOR PRIMARY GRADES 



This manual is designed for use in the first three grades of 
public or private schools in city, town, or country. Older 
children studying at home may use the book with profit, 
while parents will find the construction work interesting and 
beneficial training for the younger children. 

Paper sloyd regarded as a subject in itself — not as "busy 
work" — should have a place in the course of study with clay 
modeling, free-hand drawing, and brush work. 

The value of this branch of manual training is greater than 
one who knows nothing of hand work might believe ; but the 
importance of its place in the curriculum is relative, depending 
in a measure on the needs of the pupils in the special district 
or locality in which the paper sloyd is being taught. All chil- 
dren, foreigners as well, enjoy the hand work intensely, because 
in it they find expression and can see the result of their efforts. 

The book presupposes little or no knowledge of construction 
work and no experience in teaching the same ; hence the infor- 
mation as to materials, equipment, etc., the explanation of the 
several operations in construction, suggestions as to methods 
of presentation, and the careful working directions or dictations 
are most explicit. 

The manual training teacher may find suggestive models, 
and the supervisor can put the book into the hands of his 
grade teachers, who must give instruction to their large 
classes, knowing that the principles are right. 



The series of models is carefully arranged with regard 
to form, proportion, measurements, and construction, and is 
designed as a preparation for the wood sloyd, or bench work 
in wood, for boys and the sewing for girls, which should begin 
in the fourth grade. 

Through this construction work the teacher should establish 
a close relation with language and with number. Simple com- 
binations and fractions, learned with the paper sloyd models 
for the object, are easily mastered and readily applied in the 
formal number work later. 

Prompt obedience to requests for attention and immediate 
response to dictation, be the lesson in whatever subject, are 
essential in the school life of to-day, and these important 
qualities paper sloyd helps to develop. Order, neatness about 
the work, carefulness, accuracy, honesty, — important factors in 
any school, — follow in the lead of all work which trains to 
concentration of attention. 

Observation is quickened ; eyes are trained to see right lines 
and distances, thus aiding in free-hand drawing and writing ; 
while the hand and wrist muscles, being used for a definite 
purpose, unconsciously become obedient assistants. Paper 
sloyd rightly presented justifies itself. 

All beginners in paper sloyd need a certain amount of drill 
in measuring ; but that does not mean that the pupils should 
be kept the whole lesson period drawing lines of varying 



PAPER SLOYD FOR PRIMARY GRADES 



lengths nor repeating over and over the names of the several 
divisions. The teacher must be patient during the first part of 
the year and realize that manual work is brain work as well, 
and that the hand and eye must become used to giving quick 
response to the directions of the mind. The subject should 
be developed as carefully as language, writing, and free-hand 
drawing. 

First-grade pupils should think of their measure as a ruler 
and accept the fact that it is one foot — twelve inches — long. 
Allow them to balance the ruler on the forefinger, and they 
will quickly show you the middle. Direct them to put the 
thumb nail or finger nail on the 6" line, showing them the line 
on your own ruler, and tell them that 6" is the middle. They 
do not know figures and will not realize that the figure 6 has 
any meaning, but they will remember the line and its name. 
Further proof that 6" is half of 1 2" may be demonstrated by 
holding the ruler vertically with the thumb nail on the 6" 
mark and quickly passing the forefinger of the right hand 
from the top down to the 6" and from the bottom up to the 
6". Narrow strips of paper may be measured with the ruler, 
creased and torn, then folded in the middle. Allow the pupil 
to feel the length of the space on the ruler by passing his 
finger several times down the edge ; then, quickly putting the 
ruler into his desk, let him see the space by placing the fore- 
finger of each hand six inches apart on the front edge of the 
desk. The teacher, passing quickly from desk to desk, meas- 
ures these spaces and allows the pupil to make any necessary 
correction by moving the right-hand finger. Lines 12" and 
6" may be drawn with chalk on the blackboard, lines the 
same lengths laid with sticks on the desk, etc. There are 
many ways to develop the measure to be used, and these 



suggestions are merely given because they have been found 
useful. The ruler drill, or play, can be made a helpful 
part of school work and may occupy four or five moments 
of any period. 

Though there should be no preliminary lessons as abstract 
exercises, the steps in making the first model should go very 
slowly ; and it may be well to make several models from ordi- 
nary manila scratch paper before using the manila drawing 
paper, which is a little harder to fold and to crease. 

The lesson periods — twenty, thirty, and forty minutes — seem 
short, and both teacher and pupil are loath to put away the 
work at the close, since it is not easy to wait a week before 
seeing the finished model nor agreeable for the teacher to 
interrupt when the interest is so keenly aroused. There is a 
lesson in promptness, and in not allowing one subject to crowd 
upon another, but more important is the consideration of the 
question of fatigue which manifests itself in restlessness on the 
children's part and unconscious impatience in the teacher. 
The interest will be all the more intense if held in abeyance 
from week to week, lesson to lesson. 

The repetition of the square in the first-year models is not 
monotonous, since the interest is held not by the form, but by 
the name of the model and its significance. The short lines 
make folding and cutting easy, and without any special drill 
the pupils find each of the 1" marks, so by the time they are 
ready to use the same, they know that there are twelve spaces 
on a foot ruler. The half inch is taught as half of the inch 
space and may be remembered at first by the difference in 
the length of the division lines of £" and 1". The quarter, or 
fourth, inch is developed from the half, and the eighth inch 
from the fourth objectively, by the use of the ruler. Children 



PAPER SLOYD FOR PRIMARY GRADES 



slow to see divisions are ofttimes helped by likening the inch 
and its parts to the dollar, half dollar, and quarter. 

Curved outlines are omitted until the third year, because the 
pupil has not sufficient muscular control to use the compass 
readily; his training in measuring would be more hampered 
if the outlines were broken ; and at this period his free-hand 
drawing is giving him the best of training in the matter of 
curves and circles. 

Innumerable articles may be made of paper, and those 
included in this series should suggest others. Pasteboard 
doll houses with furniture give great pleasure to their owners 
and occupy many happy hours at home. Such a line of work 
is acceptable in the schoolroom if it is correlated with other 
subjects and promotes the spirit of cooperation. 

Gifts for special occasions may be made at school. Familiar 
forms constructed of different paper sometimes satisfy the 
worker. 

Encourage the making of "inventions " or "original models" 
and in countless ways help the children to feel that this hand 
work has a real part in their school life and in their homes. 

Type forms as abstract lessons are left out of this series of 
models, as are the fancy, scalloped, ribbon-tied trays, boxes, 
and baskets which seemingly have no place in the. first primary 
grades, — the years in which constructive work in paper should 
be taught to every boy and girl. 

The fact that there are few toys and articles for the child's 
own use among the models has, after six years' trial, proven 
no mistake. Children gain truest happiness in making those 
things which give pleasure to the people in the home and 
establish for them the appreciated position of contributors 
to the household. 



EQUIPMENT AND MATERIAL 

Equipment. — Pencil, ruler, scissors, pencil compass, punch. 

Material. ■ — ■ Manila drawing or drafting paper, 60 lbs. ; Bristol board, 
3 ply ; Royal Melton or other cover paper, sandpaper (No. £), blotting 
paper ; yarn, cord, twine, ribbon, for ties ; library, art, or photo paste in 
bottles or tubes ; gummed parquetry circles and squares, and gummed 
stars. 

Equipment 

Pencils. — The pencils, medium, with erasers in the ends, 
should be kept sharpened and used solely for paper sloyd 
drawings. Pieces of pasteboard, with elastic sewed on in as 
many loops as there are desks in a row, make convenient 
holders and facilitate distribution. 

Ruler. — Ruler twelve inches long, hard wood, light weight, 
back edge square, front edge beveled, divisions not less than 
eighths. Primary-school ruler (Milton Bradley Company), 
marked with 1", \", I", is satisfactory for the first two 
years. 

Scissors Scissors, nickel plated, five inches long, one point 

sharp, one blunt (price, $3.00 per dozen), should be kept in 
cases. Allow one pair of scissors to each child or one for 
every two children. A scissors case, twelve inches wide, may 
be made of single width gray Canton flannel. Hem the 
edges, fold lengthwise (lap piece, four and one half inches 
wide), and stitch pockets for scissors and one for punch and 
chamois. The cloth at the top folds over when the scissors 
are in place, and the whole may be made into a compact roll. 
Scissors should be wiped with chamois after using. 

Pencil Compass. — A compass attachment slipped onto the 
pencil when necessary to draw curves or circles. Supply 
compass point for each child. 



PAPER SLOYD FOR PRIMARY GRADES 



Punch. — Nickel-plated conductor's punch making a round 
hole three sixteenths of an inch or less in diameter. Only one 
punch is necessary with each equipment. 

Material 

Manila drawing paper or drafting paper may be purchased 
by the ream or by the sheet at less than ten cents a pound. 
Paper rated sixty pounds for the first year, seventy pounds for 
the higher grades. Choose paper with rough surface, tough and 
strong, that can be folded and creased easily by small children. 

Bristol board, three ply, is easily cut with scissors, folds 
without scoring, and does not break when creased. There is 
a wide choice in colors. The geranium (red), lavender, blue- 
gray, and gray are satisfactory. It is purchased by the hundred 
sheets ; sheets, 22 x 28 inches. 

Royal Melton, seventy pounds, or other cover papers in 
colors — olive green, gray, brown, and red — are purchased 
by the sheet, 20x25 inches. 

Sandpaper (No. £ or No. 1), for match scratchers, purchased 
at one cent a sheet, 8x12 inches. 

Blotting paper, color buff, may be bought by the sheet. 

This list enumerates some of the inexpensive material for 
construction work, and is intended to be suggestive merely. 
Paper of many grades and textures may be procured in beau- 
tiful and delicate shades and tints. 

Gummed Parquetry. — Circles and squares (color dark red), 
one inch in diameter, bought in packages (one hundred in 
a package) from kindergarten supply department at any 
stationers. 

Gummed Stars. — Small gold or colored stars may be pur- 
chased in any quantity. 



Pictures. — The picture frames are designed for small pho- 
tographs or the small pictures known as " half-penny pictures," 
which are easily procured and may be chosen with reference to 
the year's picture study. 

Ties. — Yarn, silk or linen floss, silk or cotton cord, ribbon, 
and colored twine are all available, preference being given to 
the first and last because of their suitableness for use with the 
inexpensive paper. 

Paste. — Library, art, or photograph paste is satisfactory 
and, when purchased in large quantities, inexpensive. Small 
tubes or bottles may be provided for each pupil, or he may be 
served from a large bottle, sufficient paste being placed on a 
scrap of paper on his desk. The paste may be spread with a 
small brush, toothpick, or piece of stiff paper. 

Preparation of Material All paper should be machine cut, 

one quarter or one half inch larger than the finished dimensions. 
This insures square corners and makes constructive work pos- 
sible with the children in the first primary grades. 

Should these designs be used in higher grades — third, 
fourth, and fifth — with heavier boards, the children may 
square the corners by use of a straight edge and triangle. 
These implements could, of course, be used in the lower 
grades, but it is not considered wise to exact so much atten- 
tion to detail from young pupils. The paper will be cut at any 
printing office at small cost. 

GENERAL DIRECTIONS 

Working Plans. — Set apart a certain time — twenty minutes 
in the first grade, thirty minutes in the second, and forty min- 
utes in the third — on a certain day each week for the paper 
sloyd lesson. Choose the period immediately following the 



PAPER SLOYD FOR PRIMARY GRADES 



opening hour in the morning. The children respond quickly to 
directions at this time. Have everything in readiness that no 
time will be wasted in distribution. 

Suggestions. — Place on the front desk of each row the card 
of pencils, rulers (held in a bundle by elastic band), compasses, 
and as many pieces of paper as there are pupils in the row. 
Direct that each in turn shall be passed backward down the 
row, and from the back seat forward at the close of the lesson, 
thus avoiding noise and delay. Scissors may be passed by 
monitors. The injunction " Do not handle " must be enforced 
when tools are not in use. Require prompt attention. Give 
in the first months only one direction, as brief as possible, at 
a time, accompanying the words by an illustration — showing 
the required line on a drawing, either on the blackboard or 
on paper. 

Experience shows that, in conveying to young children a 
definite conception of what is to be done, a simple expression 
oft repeated eliminates confusion of thought and brings certain 
muscular actions readily under control. Thus : " Place a ruler," 
etc., " Place a dot," etc., gains response more readily than " Meas- 
ure from the left-hand side at the top of the paper and make a 
dot," etc. ; "Draw line through the dots " brings better results 
from beginners than " Connect the points." 

A set of models made by the teacher should be in evidence. 
Three or four extra models should be made by as many chil- 
dren each lesson, the same to be kept at the school for exhibi- 
tion, each pupil being allowed to carry his model home when 
finished. 

Position of Paper. — Unless specially mentioned, the direc- 
tions for all of the models presuppose that the paper is placed 
on the desk with the long edge horizontal or parallel to the 



front edge of the desk. The edges of the paper are then 
designated as top, bottom, left, right. The position of the 
paper should not be changed until the drawing is completed. 
Adherence to this rule will save time, careless mistakes by the 
pupils, and annoyance on the part of the teacher. 

Measurements read from the left and top edges of the paper, 
except on the inside lines, when the end of the ruler is placed 
on the dot, as noted in directions. 

The directions for making the envelope are to be followed 
in the construction of all succeeding plain models except where 
otherwise specified. " Construct a square " means that the 
directions for placing the ruler, placing dots, and drawing 
lines, given under the first drawing, are to be repeated. 

WORKING DIRECTIONS 

Ruler. — The ruler must at all times be held firmly. Teach 
the children to place the thumb and first two or three fingers 
of the left hand on the ruler, stretching them wide apart, 
and holding the hand nearly at right angles to the arm, which 
does not touch the desk. Small children whose desk tops are 
too high should be allowed to stand. 

Position of Pencil. — Direct the pupil when drawing lines 
with the ruler to draw against the beveled edge, — to hold his 
pencil firmly and draw the line lightly and quickly, as if with 
one stroke. Overcome the tendency of little children to make 
large dots by directing them to hold the pencil as straight as 
possible and turn it a little one way, then the other, pressing 
lightly. Direct lines to be drawn through the dots, using any 
comparison that will impress the pupils with the clearness and 
trueness of the line, — a railroad track, a fence, etc. 



PAPER SLOYD FOR PRIMARY GRADES 



Pencil Compass Adjust the metal point onto the pencil, 

the points of each being even, and open to the required dimen- 
sions ; place the point on the dot ; keep the paper in position 
with the left hand ; hold the pencil near the end with the right 
hand and draw the curve quickly and lightly. 

Folding. — Place the ruler on the line, the pencil mark 
showing above the edge ; hold firmly as directed. With the 
right hand lift the side of the paper to be folded ; slip the 
thumb under ; bring the same to a vertical position ; pass 
the thumb nail along the paper, pressing it square against the 
ruler ; remove the ruler ; fold the paper flat and crease sharply 
with the finger nail of the second finger held flat on the desk 
and kept in position by the thumb ; release and the side will form 
a right angle. The importance of folding and creasing cannot 
be overestimated. Often a good model is spoiled in the finish- 
ing because the fold is soiled or not sharp, owing to the ends 
of the fingers being used instead of the finger nail. Score 
(draw the line lightly with the blunt point of scissors) before 
folding stiff or heavy paper. 

Cutting. — Place the paper in first position ; take it in the 
left hand ; hold it firmly at the bottom with the thumb in 
front and the fingers at the back ; cut the line at the right 
from bottom to top ; change the position of the left hand if 
the line is long or the paper not stiff ; turn the paper until 
all the outlines are cut, then put it again in the first posi- 
tion ; cut from the bottom to the inside lines, turning the 
paper as each side is finished. Never turn the scissors at a 
corner ; cut to the point from both sides ; cut half circles 
from the middle downward on each side. Pupils who need 
practice may be encouraged to cut, at home, lines on 
newspapers. 



Punching A teacher having large classes, with limited 

time for the lessons, may punch the holes in the models. The 
holes should be near the edge and as even as possible. 

Names. — The pupil's name should be written or printed in 
small letters inside, on the bottom, or in some inconspicuous 
place. Space of one eighth inch or three sixteenths is allowed 
for printing. 

A simple letter is made by combination of straight lines and 
curves: thus B should be printed p, then B; D, I, then D; 
S, E, then S. Call the children's attention to the similarity in 
construction of the letters B, E, F, P, R; of J, U, and G, C, O. 
Require the letters to fill the space between the lines. The 
printing of names should not begin until the third year, pri- 
marily because all the writing movements should be large and 
free the first years ; the vertical writing and the printing may 
be confused one with the other, and the pupils do not know 
the smaller divisions of the ruler. 

Tying. — Give each child a tie of sufficient length to knot into 
all the corners ; allow him to cut it into the required number of 
pieces. A flat knot with short ends is quite as satisfactory as 
a bow knot. .Loops for hanging should not be too long. The 
simpler the tie the better, for then there is a suggestion to 
the child that everyday material at home has a value." 

Pasting. — First" fold the model, with few exceptions laps 
inside ; find the sides to be pasted ; spread the paste over the 
whole surface of the lap, paying special attention to edges and 
corners; fit carefully; smooth with the finger nails; pass the 
ruler over the surface if desired ; trim uneven edges. Pasted 
models which are flat should be placed under a book for a 
short time, and boxes fitted closely together into a large paste- 
board box to keep the sides from warping. 




Paper Sloyd Models for the First Year 



MODELS FOR FIRST YEAR 




I. ENVELOPE. 6" X 6" 

Place the ruler on the paper just below the top, 
even at the left ; place a dot at 6". Slip the 
ruler to the bottom of the paper, even at the 
left ; place a dot at 6". Draw a light line 
through the dots from top to bottom. 

Place the ruler on the left side of the paper, even 
at the top ; place a dot at 6". Place the ruler 
on the right, even at the top ; place a dot 
at 6". Draw a light line through the dots 
from left to right. 

Holding the paper at the bottom, cut the line at 
the right from bottom to top ; turn paper to 
the right, and cut on the line. 

Place the paper on the desk in the first position ; 
place the ruler across the paper touching the 
upper left and lower right corners ; draw a 
light line. Place ruler on lower left and upper 
right corners ; draw a line. Fold upper left 
corner to the center ; fold opposite corner ; 
fold the other corners. 

Inclose a letter in the envelope and seal the 
corners with i" circle of gummed parquetry. 

Write address on the front and, if desired, paste 
a canceled stamp in the upper right corner. 



PAPER SLOYD FOR PRIMARY GRADES 



II. WALL POCKET. 6" x 6" 



III. PICTURE FRAME. 6" x 6 A 





Construct a square 6" x 6". 

Draw lines from corner to corner. 

Fold three corners to the center. 

Punch holes on the lines near the corners for the cord. 

Place a dot on the line i " from the upper left corner. 

Punch holes close together on each side of the dot. 

Tie a cord through the holes to form a loop for the hanger. 

Tie the corners together for the pocket. 



Construct a square 6" X 6". 

Draw lines from corner to corner. 

Fold the corners to the center ; open the paper and fold the 
points to the middle of the creased line ; turn the points 
back and crease the fold ; close the sides again. 

Punch holes for the ties. 

Tie with cord, ribbon, floss, or yarn in flat knots or bowknots. 

Children may bring pictures, or the teacher may furnish half- 
penny pictures. 



MODELS FOR FIRST YEAR 



IV. PINWHEEL. 6" X 6" 



V. SCISSORS CASE. 6" x 6" 




/ 
/ 
/ 
/ 
/ 
/ 
/ 


^~ 1 

\ 

\ 
\ 

\ 

\ 


t 

1 


""\ 


\ 
\ 
\ 


J 

to 

1 


I 







Construct a square 6" x 6". 

Draw lines from corner to corner. 

Prick a hole in the center with a pin. 

Fit a i" square of gummed parquetry over the center — 

the corners touching the diagonals. 
Cut on the slanting lines to the parquetry. 
Stick a pin through corners and center into the stick, which 

each child should bring to the class. 
A twig from a tree is a satisfactory standard. 



Construct a square 6" X 6". 

Place a dot on the top and bottom at 3"; draw a line. Place 

dots on the left and right at 3" ; draw a line connecting dots. 
Fold the lower left corner from the middle of the left side to 

the lower right corner. 
Fold the upper right corner from the middle of the top to the 

lower right corner. 
Paste together, leaving room for scissors. 
Fold the upper corner over. 



PAPER SLOYD FOR PRIMARY GRADES 



VI. TRAY. 6" x 6" 



VII. BOOKMARK OR BOOK CORNER. 2' 



-, 



Construct a square 6" X 6". Place dots on the top 
and bottom at 1", 5"; draw lines. Place dots on 
the left and right at 1", 5" ; draw lines. 

Cut vertical lines, top and bottom, from the outside 
to the inner square. 

Hold the ruler on the lines, fold and crease. Paste the 
laps inside, fitting each corner carefully. 



/\ 

/ \ 

/ \ 

/ \ 

/ \ 

/ \ 

/ \ 

/ \ 

/ \ 

/ \ 


1 


„ 



Construct an oblong 2" x 4". 

Place dots on the top and bottom at 2"; draw a line. 

Fold the upper left corner to the middle of the bottom. 

Fold the upper right corner to the same point. 

Fasten the edges together with three gummed stars or tw< 

gummed parquetry triangles. 
Holes may be punched and the edges tied together with yarn. 



MODELS FOR FIRST YEAR 



u 2" >U 2". =>U 2' =J 



1 



VIII. BASKET. 6" x 6" 

Construct a square 6" x 6". Place dots on the top 
and bottom at 2", 4" ; draw lines. Place dots on 
the left and right at 2", 4" ; draw lines. 

Holding the paper at the bottom, cut the lines to the 
center square. Turn the paper from top to bot- 
tom and cut the lines. 

Fold the sides against the ruler. Remove the ruler 
and crease the folds sharply with the back of the 
finger nail. 

Place the paper on the desk with the cut lines at 
the bottom and top. 

Spread the paste evenly on the upper and lower right 
squares and fit outside the left squares. 

Paste the handle onto these sides, in the middle. 

Spread the paste on the middle squares and fit them 
onto the sides over the ends of the handle. 

The ruler may be used to smooth the pasted sides. 

Handle. 1" x 6". 

Construct an oblong 1" x 6". 

Fold lengthwise and paste together. 

Allow the paste to dry ; then draw the handle over 

the finger to give it a good curve. 
Paste the handle on the left and right sides of the 

basket. 



PAPER SLOYD FOR PRIMARY GRADES 



IX. PENCIL BOX. 



I I 



Construct an oblong 4" x 9". 

Place dots on the top and bottom at 1", 8" ; draw lines. Place dots on the left and right at 1", 3" ; draw lines. 
Cut the horizontal lines from the outside to the inner corners. Fold on the lines and crease the folds. Paste 
the corners, laps inside. 



MODELS FOR FIRST YEAR 



13 



X. FAN. 6" x 12" 



1 r 



1 T 



Construct an oblong 6" x 12" of manila paper — strong and not too heavy. 

Place dots on the top and bottom at 1", 3", 5", 7", 9", 11"; draw lines. 

Turn the paper over from top to bottom, the left and right edges being unchanged. 

Place dots on the top and bottom at 2" , 4", 6", 8", 10" ; draw lines. 

Fold and crease the lines first on one side, then on the other. 

Construct another fan in the same manner and paste together the outer folds of the two fans. 

Hold the folds together and punch two holes near the bottom. Tie with a cord. 

The fan may be decorated before being folded. 



PAPER SLOYD FOR PRIMARY GRADES 



/\ 


/ \ 


\ > 

\ / 


\/ 



XI. BONBON BOX. 8" x 8" 

Construct a square 8" x 8". 

Place dots on the top and bottom at 3", 4", 5"; draw 

lines through the middle dots. 
Place dots on the left and right at 3", 4", 5"; draw 

lines through the middle dots. 
Draw slanting lines from dot to dot. (See drawing.) 
Cut out the corners and punch holes if the edges are 

to be tied, otherwise cut only the lines indicated on 

the drawing. 
Fold on the lines and paste the laps inside. 
The folded corners meeting at the center will form the 

cover of the box. 



MODELS FOR FIRST YEAR 



15 






n 



U 



XII. BOOK COVER. 6" x 8" 

Construct an oblong 6" x 8". 

Place dots on the top and bottom at every inch mark; 

draw lines through the first, fourth, and seventh dots. 
Place dots on the left and right at 1", 5"; draw lines. 
Draw slanting lines from the corners to the dots on the 

edge. (See drawing.) 
Cut, fold, and paste the top lap over the side lap. 

XIII. BOOK SHEETS. 4" x 6" 

Cut four or more pieces of paper 4" X 6" ; fold in the 

middle — each leaf being 3" x 4". 
Pin through the leaves from the back ; fold the outer 

leaves back ; trim off the three edges, allowing them 

to slip into the cover easily. 



i6 



PAPER SLOYD FOR PRIMARY GRADES 





n 



\J 



XIV. SPOOL BASKET. 6" x 6" 
(Bristol Board) 

Construct a square 6" x 6". 

Place dots on the top and bot- 
tom at i", 3", 5" ; draw lines 
through the first and the third 
dots. 

Place dots on the left and right 
at 1", 2", 4", 5"; draw lines 
through the second and the 
third dots. Hold the ruler 
on the 1" dots and on the 5" 
dots and draw across the first 
and third spaces ; draw slant- 
ing lines from the corners to 
the 3" dots on the top and 
bottom. 

Draw a short line in the middle 
of the sides, then cut with a 
knife. 

Cut, fold, and paste the laps 
inside. 

Construct a handle \" x 6". 

Trim the corners ; slip the ends 
of the handle from the outside, 
through the cut, into the in- 
side of the basket, and paste. 




Paper Sloyd Models for the Second Year 




MODELS FOR SECOND YEAR 



I. KEY TAG. 



x 3i' 



Construct an oblong 2" x 3I". Place dots on 
the top and bottom at 3". Hold the ruler 
on the dots and place a dot at 1" for a hole. 
Place dots on the right edge at 1", \\" ; 
draw across the corners. Cut the corners 
and punch a hole. Cut a cord 8" long ; knot 
the ends together; pass the loop through 
the hole, and the knot through the loop. 





/ \ 






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( 






\ / 








" ," ! 1" ■ z" ' 1" ' 1" 






|< I >K 2 > 


2 ' " 2 ' * 2 2' v i 





XI 



IJ 



II. STAMP BOOK. 3" x 4!" 

Construct an oblong 3" x 4^". Place dots on the top and bottom at l\", 3"; draw lines. Place dots on the left and right 
at \", 2\" ; draw lines. Place dots on the top and bottom at 2", 2I" ; draw to the corners. Place dots on the left and 
right at \\" ; hold the ruler on the dots and make a dot at 4" ; draw slanting lines to the right edge. Place dots on the 
horizontal lines at 1", 3^"; draw point at the left. Hold the ruler on 2>\" dots and draw a line from \" to i\". Cut 
the line with a knife. Cut and fold. Cut four pieces of paraffin paper 2" x 3". Fold and pin to the fold of cover. 

17 



PAPER SLOYD FOR PRIMARY GRADES 




III. TRIANGULAR CATCH-ALL. 8" x 8"x 8" 

Construct a square 8" X 8". 

Place a dot on the top and bottom at 4"; draw a line. 

Place the end of the ruler on the lower left corner, and 

allowing the 8" mark to fall on the vertical line, place 

a dot ; draw a slanting line to the dot. 
Draw a line from the dot to the lower right corner. 
Place dots on these lines at 4" ; draw from the dots to 

the opposite corners. 
Cut the outlines. 
Fold each of the corners in succession to the center point 

on the opposite side ; crease the folds. 
Open and fold the corners to the center of the creased 

line. 
Turn the fold back and crease. 
Punch holes near the edge and tie with ribbon or yarn in 

a flat knot or bowknot. 



MODELS FOR SECOND YEAR 



•9 



IV. PORT- 
FOLIO. 

9" x 12" 

Construct an 
oblong 9" x 
12". Place 
dots on the 
top and bot- 
tom at 4", 
9I-" ; draw 
lines. Place 
dots on the 
left and right 
at I", 8"; 
draw lines. 
Place dots 
on the top 
and bottom 
at 4\", 9"; 
draw lines 
to the cor- 
ners. Place 
dots on the 
first and sec- 
ond horizon- 
tal lines at 
i\", 2". 

Hold the ruler 
on the dots 
and draw [ 
parallel lines 



-»I«-W 



-sU-i-»W- 



from the 3" to 4" mark ; cut these lines with a knife. The portfolio is to be tied with a cord, one end being drawn through the slip. 



20 



PAPER SLOYD FOR PRIMARY GRADES 



V (A). THREAD WINDER. 2" x 2". (Bristol Board). 

Construct a square 2" X 2". Place dots on the top, bottom, 
left, and right at 1". Connect the opposite dots. Place 
dots on the horizontal and vertical lines at \" , i\" ; draw 
from the dots to the corners. 



V (B). THREAD WINDER. 



2". (Bristol Board) 



Construct a square 2" x 2". Place dots on the edge of the 
paper on the top, bottom, left, and right at \", ij-". Con- 
nect the dots. (See drawing.) 





VI. MATCH SCRATCHER. 3I" x 3^'. (Bristol Board) 

Construct a square 3^" x 3^". Place dots on the edge of the paper at the 

top, bottom, left, and right at 1" , 2^" ; draw lines across the corners. 

Place a ruler across the paper on opposite corners and draw short lines 

to indicate the center. 
Place dots on the left and right at ±-". Hold the ruler on the dots and dot 

at 1^", 2" for holes. Cut outline. Punch holes. 
Draw on the smooth side of the sandpaper a circle about 2" in diameter. 

(The children may draw around some circular object.) 
Cut the circle. (Special scissors should be used, since the sandpaper will 

dull the edge.) 
Paste the sandpaper over the center. 



MODELS FOR SECOND YEAR 
VII. HANDKERCHIEF BOX. $i" x gi* 




Construct an oblong Sw" x < 

left and right at 1", 4I" 

Place dots on these lines at } 



\". Place dots on the top and bottom at 1", 41", 5^", 9" ; draw lines. Place dots on the 
draw lines. Place dots on the third vertical line and the right edge at V', 5" ; draw lines. 
', 3"; place dots on the right edge at 1^", 4" and draw lines from the corners to the dots. 



PAPER SLOYD FOR PRIMARY GRADES 
VIII. COMB HOLDER, tf" x 9". (Bristol Board) 





Construct an oblong 3^" x 9". Place dots on the top and bottom at 1", 8" ; draw lines. Place dots on the left 

and right at 2\" ; draw a line. 
Place dots on the vertical lines at \\", 2", 3". Hold the ruler on the dots and draw lines across the outer spaces. 
Place the end of the ruler on the 1 \" dot with the 1" mark resting on the second horizontal line ; draw a slanting line ; 

draw a line to complete the triangle. Construct a second triangle on the left and two triangles on the right. 
Place dots on the top at 2", 7", and on the vertical lines at \" ; draw lines across the corners. Hold the ruler on 

the \" dots and place a dot at i|", 5I" for the holes which are to be punched. Cut, score the lines lightly, 

fold, and crease. Paste the upper triangle inside. 



MODELS FOR SECOND YEAR 



-3 



IX. FOLDING CARD CASE. 5" x 11" 





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j-^k-i-^i->k-^ 



Construct an oblong 5" x 11". 

Place dots on the left and right at \", 41" ; draw lines. Place dots on the horizontal lines at 
4", 5". SV', 6", 81". Connect the 2\", 5I", 8t" dots. 



Place dots on the top and bottom at 3", 4I", 6\", 

horizontal lines. (See drawing.) 
Place dots on the left and right at ii", 2%", 31". 
Hold the ruler on the 2\" dots and place dots at \ 

the edge. 
Cut, fold, and paste the laps inside. 



draw slanting lines to the dots on the 



10^" ; draw slanting lines to the dots on 



24 



PAPER SLOYD FOR PRIMARY GRADES 









■J 

I 



















II 



K-H<- 



->MA-^ 



X. ENVELOPE 

Construct an oblong j" x xo\" ' . 

Place dots on the top and bottom at 
y, i", 8" ; draw lines. Place 
dots on the left and right at 2\", 
5 1" ; draw lines. 

Place dots on the first vertical line 
at 2>\"> A\" 5 draw slanting lines 
from the left of the paper, through 
the dots, to the intersection of the 
second vertical line with the hori- 
zontal lines. Place dots on the 
right at 3^", 4^" ; draw slanting 
lines to the inner corners. 

Place dots on the top at i\", 5|", 
7I" ; dots on the second and 
third vertical lines at 1 \", 6" ; 
draw slanting lines. (See draw- 
ing.) Place dots on the bottom 
at 31", 4", 7", 7\" ; draw slant- 
ing lines. (See drawing.) 

Cut, fold, and paste \" lap inside. 



MODELS FOR SECOND YEAR 



2.S 




XI. WALL POCKET 

6" x 8" 

(Bristol Board) 

Construct an oblong 
6" x 8". Place dots 
on the top and bot- 
tom at 2"; draw a 
line. Place dots on 
the left and right at 
3" ; draw a line. 

Place dots on the ver- 
tical line at 2", 4" ; 
draw to the center 
point at the left ; at 
the right. 

Place a dot on the top 
at 3^" ; draw a line 
to the 2" dot on the 
vertical line and to 
the point on the 
right. 

Place dots on the 
bottom at 31", 6" ; 
draw to the vertical 
line and to the point 
at the right. (See 
drawing.) 
Place a dot on the center line 1 " from left, for the hole. Cut and fold. Paste the lap outside, trimming the edge if necessary. 



26 



PAPER SLOYD FOR PRIMARY GRADES 
XII. PICTURE FRAME. 5" x 10". (Royal Melton) 




Construct an oblong 5" x 10". Place dots on the top and bottom at 5" ; draw line. Place dots on the left and on the vertical 
line at \", 4^" ; draw lines. Place dots on the vertical line and the right at i\", 31" ; draw lines. Place dots on the horizontal 
lines at l\", 3^-" ; connect the dots. Draw diagonals in the square. Punch a hole in the center with the scissors' point ; 
cut on the lines to corners ; score outline of the square with scissors, then cut on the lines. Place dots \" from the right 
on the horizontal lines ; fold the paper and punch holes on the dots. Paste the sides, leaving the top open for a picture. 



MODELS FOR SECOND YEAR 



2 7 



XIII. RIBBON BOX. 9' 



[iF 





1*" 2^ 




■4. 

i 


*• 






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- ~y- 




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H 








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^ 



Construct an oblong 9" x 1 i^-". 

Place dots on the top and 

bottom at \", 2\" , 9", 1 i"'; 

draw lines. 
Place dots on the left and 

right at 1", 3", 5", 7"; 

draw lines. Place dots on 

the top at 3", 3!", 8", 81". 
Place dots on the second and 

third vertical lines at l" ; 

draw slanting lines. (See 

drawing.) 
Place dots on the first and 

second horizontal lines at 

2", 9I" ; draw lines. 
Place dots on these lines at V', 

1 y ; draw to the corners. 
Place dots on the left and 

right at 5I". Hold the 

ruler on the dots, draw a 

line across the second and 

fourth spaces. 
Place dots on this line at 1" , 

2", 9L", 10I-" ; draw lines 

to the corners. 
Place dots on the left and 

right at 41" ; draw lines - 

to the corners. 
Cut, fold, and paste the laps inside. Fold the cover laps outside. 



1J 



-*-|-H 



28 



PAPER SLOYD FOR PRIMARY GRADES 



:n 



XIV. PEN BOX. 4" x 6". (Bristol Board) 

Construct an oblong 4" x 6". 

Place dots on the top and bottom at \", 

2 V> 3"> 3¥'> 5h" 5 draw lines - 
Place dots on the left and right at \", 

3^" ; draw lines. 
Cut on the 3" line. 
Cut, fold, and paste laps inside. 



-^— t-*i 




Collar. Construct an oblong 1" x io|". 
Cut inside the line so that the collar will 

be less than 1" wide. 
Fit into the box carefully, creasing the 

corners, and paste onto the lower 

half of the box. 
The top should fit easily over the collar. 




Paper Sloyd Models for the Third Year 



MODELS FOR THIRD YEAR 



I. POCKET-COMB CASE. 



S*" 



1 

I, 
















-T 

; J 

: i 






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L 



Construct an oblong 3" x $\". Place dots on the top and bottom at \", 4I" ; draw lines. Place dots on the left and right at 
\\", 2\" ; draw lines. Place dots on left at 1^-", 2\" ; draw lines to corners. Place dots on the right at i|", 2", and on 
the horizontal lines at 5" ; draw slanting lines. 

Place dots on the top and on the first horizontal line at 3|". Hold the ruler on the dots and draw from \" to 1". Cut the line 
with a knife. Cut, fold, and paste the laps inside, leaving space for the comb. 

29 



30 



PAPER SLOYD FOR PRIMARY GRADES 




II. PYRAMIDAL CATCH-ALL. 8"x8". (Bristol Board) 

Draw a horizontal line 8" long. Place a dot in the middle. 
Set the compass to 4" and draw a circle. Set the com- 
pass to 2\". Begin at the left on the diameter and 
make four dots on the circumference ; draw lines from 
dot to dot and from each dot to the center. Place dots 
on the circumference and on the diameter, \" to the 
right of the last line ; draw a line. Cut, fold, and 
paste. 



Paste on the inside, in the middle of 



opposite sides. 



III. CONICAL FLOWER HOLDER. 8" x 8". (Bristol Board) 

Place the remaining piece with the diameter horizontal. 
Set the compass to 3" and place a dot on the circum- 
ference 3" from the right ; draw a line to the center dot. 
Place a dot on the diameter and on the circumference, 
\" to the right of the line ; draw a line. Place a dot on 
the line \" from the diameter ; draw a line to the center. 
Cut, fold, and paste. 

Handle. \" x 6". Paste the handle inside on the lap and 
on the opposite side. 



MODELS FOR THIRD YEAR 
IV. POSTAL-CARD HOLDER. 6" x ni" 



31 









^^ 






r 3 




. 




~~\ n^\ 






1 • ' 







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4 



Construct an oblong 6" x 1 1^". Place dots on the top and bottom at 6f ", j\" ; draw lines. Place dots on the left and right 



*\' 



S > 5; 



draw lines. Place dots on the second and third horizontal lines at 



Place the point on the first dots ; draw curves. Hold the ruler on the i" dots ; make a dot at 3". 



Set the compass to |-". 
Set the compass to 1' 



draw a curve. Hold the ruler on the f " dots ; draw a straight line connecting the curves. Place dots on the first and fourth 
horizontal lines at 2|" ; draw straight lines across the outside spaces, and slanting lines to if-" dots, 
fold, and paste laps inside. 



Punch a hole. Cut, 



32 



PAPER SLOYD FOR PRIMARY GRADES 




V. HEXAGONAL TRAY. 6" x 6". (Bristol Board) 

Draw a horizontal line 6" long and place a dot 
in the middle. 

Set the compass to 3" ; draw a circle. 

Set the compass to 2" ; draw a circle. 

Begin on the horizontal line and with the com- 
pass divide the inner circle into six equal parts. 

Place the ruler on the opposite dots and draw 
slanting lines to the outer circle. 

Place dots on the circumference \" on each side 
of the lines ; draw lines to the dots on the 
inner circle. 

Draw a hexagon inside the inner circle. 

Cut, fold, and paste the laps outside. 



MODELS FOR THIRD YEAR 



33 







7 




* 
















* 


















/ \ 










/ \ 






























k 
/ 












































































V 7 










\ 7 




































\ / 




* 



VI. PIN CUBE. 7"x8|" 

Construct an oblong y" x 8^". Place dots on the 

top and bottom at 2", 4", 6", 8" ; draw lines. 
Place dots on the left and right at \", 2\", 4^", 

6%"; draw lines. 
Place dots on the first and fourth horizontal lines 

at 4I", 5", 5 !"; draw lines. Place dots on 

the second and third horizontal lines at 2^", 

3", l\", Q", 7", 7\"; draw lines. 
Place dots on the first and fourth vertical lines at 

2 "> 3"» 3o", 4", 5"; draw lines. 
Place dots on the second and third vertical lines 

at \", \\", $¥', 6" ; draw lines. 
Place a ruler across the corners of the squares 

and draw the slanting lines across the narrow 

spaces. (See drawing.) 
Make dots at the intersection of lines in the 

squares. Prick dots with a pin. 
Cut, fold, and paste the laps inside. Stick pins in 

the holes. 



34 



PAPER SLOYD FOR PRIMARY GRADES 




VII. WHISK-BROOM HOLDER 
Back. 6\" x 10". (Bristol Board) 

Construct an oblong 6\" x 10". Place 
dots on the top and bottom at i\", 
9" ; draw lines. 

Place dots on the right at i\", 5"; 
draw slanting lines from the left 
upper and lower corners to the dots. 

Place a dot on the first vertical line at 
l\" . Set the compass to i\" ; draw 
a half circle. 

Place the point of the compass at the 
intersection of the vertical lines with 
the slanting lines ; draw curves. 

Place a dot on the second vertical line at 
■$\". Set the compass to 1" ; draw a 
half circle. Set the compass to §"; 
draw curves. (See drawing.) 

Punch the hole. Cut the straight lines 
first, then the curves. 



MODELS FOR THIRD YEAR 



35 




VII. WHISK-BROOM HOLDER 
Pocket. 4!" x 8" 

Construct an oblong of bristol board 4!" x 8". 

Place dots on the top at §", j\" ; on the bot- 
tom at |", if", 6§", 7\" ; draw slanting 
lines. 

Cut, fold, and paste onto the back h" below 
the curve, with laps outside. 



VIII. MEASURE. 



X 6". (Bristol Board) 



Construct an oblong 1" x 6". Place dots on 

the top and bottom at every inch mark ; 

draw lines. Place dots on the left and right 

at \", 1" ; draw lines. 
Place dots at every L" mark on the top and 

second horizontal line ; draw lines. 
Place dots at every \" mark on the top and 

first horizontal line ; draw lines. 



1 


1 


1 


1 


1 


1 


1 


1 


1 


1 


1 


1 


























1 


2 


3 


4 


5 


6 



.1 



36 



PAPER SLOYD FOR PRIMARY GRADES 




J 



IX {A). CALENDAR BACK. s |" x 12". (Bristol Board) 

Construct an oblong 5§" x 12". Place dots on the top and 

bottom at 4A-", 9^", ill"; draw lines. 
Fold and paste the lap inside. Paste the leaves of the calendar 

together at the top, finishing with the first month. 
Paste the calendar onto the back with a space of 1" on each 

side and |" at the top. 



IX (B). CALENDAR LEAVES. 



(Foolscap Paper) 



Construct an oblong of foolscap paper 9 lines wide, 3|" long. 

Place dots on the first and seventh lines at \", |", \\" , 

if", 2", 2|", 2|", 31"; draw lines. 
Trace the first, second, and seventh lines with a pencil; 

draw a line through the middle of the first and the second 

spaces. 
Print the name of the month and year in the first space, 

the first letters of the days of the week in the second 

space, and fill the other spaces with the correct figures. 
Paste or sew the leaves together at the top. 



MODELS FOR THIRD YEAR 



37 



X. EXTENSION ENVELOPE 
FOR CLIPPINGS 

9i"x "1" 

Construct an oblong g\" x 
ii^". Place dots on the 
top and bottom at 2", 9I"; 
draw lines. Place dots on 
the left and right at §", 
2", 21", 61", 61"; draw 
lines. Place dots on the 
last horizontal line and at 
the bottom at 1", 1", ii", 
10", io|", 11"; draw lines. 
Place dots on the first and 
third lines, on both sides, 
at \" ; draw to the dots. 
(See drawing.) 

Place dots on the vertical 
lines at 8|"; hold a ruler 
on the dots and draw a 
line from 3" to 4I". Cut 
the line with a knife. 

Place dots on the top at 5", 
5f", 61". Place dots on 
the first horizontal line at 
3 l", 5", 61", 8§"; on the 
vertical lines at ii". 

Draw lines across the cor- 
ners. Draw from the 5" 
and 6\" dots on the hori- 





p-4-¥ 1* ¥ Ig >|< 2 >j 

1 ' 1 ! 




^N. i 


* 




^ \.J 






6 








1 1 1 

l 1 1 




.1 J J .- 





;t" 



9>> 



zontal line to the dots on the top. Place dots on the lines at \ n ; draw lines to the point. Cut, fold, and paste the laps inside. 



38 



PAPER SLOYD FOR PRIMARY GRADES 
XI. BOX WITH COVER. (Bristol Board) 



Box. 4l" x s|" 











,\ 






"~l 










.1 

I 



Box. Construct an oblong 4I-" x 5f". Place dots 
on the top and bottom at 1", 4|"; draw lines. 

Place dots on the left and right at 1", 2>\" ; draw 
lines. 

Place dots on the top and bottom at| ", 5f " ; 
draw lines across the narrow spaces. 

Cut, fold, and paste the laps inside. 



Cover. 4|" x $¥' 



^^ 




Cover. Construct an oblong 4 J" x $\"- Place dots 
on the top and bottom at §", 4!" '; draw lines. 

Place dots on the left and right at §", 3-|"; draw 
lines. 

Place dots on the top and bottom at f ", 2\" , 2%", 
Si", 51". Hold the ruler on the first dots 
and the last dots and draw lines across the 
narrow spaces. 

Hold the ruler on the middle dots and make dots 
^ §•"> 3|" 5 draw slanting lines. (See drawing.) 



MODELS FOR THIRD YEAR 



39 




XII. ROUND FRAME. 



(Royal Melton) 



Construct a square 5" x 5". Draw 
diagonals. Set the compass to 
1", to 2 1 ", and draw the circles. 

Place dots on the left and right at \" ; 
hold the ruler on the dots and 
place dots at 2", 3" ; punch 
holes for tie. 

Make a hole with the scissors at the 
center of the circle. Cut on the 
diagonals of the inner circle, then 
cut on the circle. Cut the outer 
circle. 

Back. 3" x 3". Construct a square 
3" x 3". Fit this square onto 
the back, the corners touching 
the diagonals. 

Paste at the bottom and the sides. 



40 



PAPER SLOYD FOR PRIMARY GRADES 



XIII. BLOTTING PAD 

Back. 5^" x 7 J". (Bristol Board) 

Cover for Back. 5" x 7J". (Manila Paper) 

Blotter. 5" x 7f" 

Corner. \\" x 2\"- (Royal Melton or other 
cover paper) 

Corners. Construct an oblong 2\" 

X5"- 

Place dots on the top and bottom at 

1 1", 2i", 3|" ; draw lines. 
Place dots on the first line and at 

the right at §", i\", if". Hold 

the ruler on the dots, and place 

dots on each vertical line. 
Place dots on the top and bottom at 

¥', if", 3", A\"; draw slanting Y * — * 5 * 

lines. (See drawing.) ^ 5- — 

Cut. Place the blotter on top of the 

back. Fold the laps of the corners and paste the same to the back. Paste the cover paper over the back. 

may be of thin paper covered with cloth. Heavy paper or tin corners of the same size to be used on corners 

in the mails, may be constructed by using paper or tin \\" in width. 



\ \ 


\ \ 


X 


\ 


\ \ 


\ \ 


\ \ 


\ ^v 


\ \ 


\ \ 


\ \ 


\ ^v 


\ \ 


\ \ 


\ \ 


\ \ 


\ 


\ 


\ 


\ 


\ 


\ 


\ 


\ 


\ 


\ 


\ 


\ 


/ 


/ 


/ 


/ 


/ 


/ 


/ 


/ 


/ 


/ 


/ 


/ 


/ / 


/ / 


/ / 


/ / 


/ / 


/ / 


/ / 


/ / 


/ / 


/ / 


/ / 


/ / 


/ / 


/ / 


/ / 


/ / 



T 



Corner pieces 
of books sent 



MODELS FOR THIRD YEAR 




XIV. TWINE HOLDER. 6\" X 6f" 
(Bristol Board) 

Construct a square 6|" x 6%". Draw 

the diagonals of the square. 
Set the compass to 3§"; draw a circle. 
Set the compass to i|" and place dots 

on the diagonals ; connect the dots. 
Set the compass to if" and place the 

point at the intersection of the 

diagonals with the circle ; place dots 

on the circumference on each side 

of the diagonals ; draw lines from 

these dots to the corners of the 

inner square. 
Set the compass to 1". Place dots on 

the circle and on the slanting lines ; 

connect the dots. (See drawing.) 
Punch a hole in the center for the end 

of the ball of twine. Place dots in 

the corners for holes. 
Cut, fold, and paste the laps inside. 

Punch holes. 
Tie with cords at each corner or with 

cords from opposite sides. 
The basket may be used for matches 

if the hole is not punched in the 

center. 



42 



PAPER SLOYD FOR PRIMARY GRADES 



Box. 3|"X9i' 







4 

"v 
"V|e 

I 



L"# 



XV. SLIDING PENCIL BOX. (Bristol Board) 

Case. 6|" x ~]\" 



i 



Box. Construct an oblong 3|" x 9\" ■ Place dots on the top and bottom at |", 8|" ; draw 
lines. Place dots on the left and right at f", 2f"; draw lines. Cut, fold, and paste 
the laps inside. 

Case. Construct an oblong 6|" x 7\"- Place dots on the left and right at -|", 2f ", 3|", 
5f-"; draw lines. Fold and paste the -|" lap inside. 



MODELS FOR THIRD YEAR 
XVI. MATCH HOLDER. 2|"x 6f". (Bristol Board) 



43 



line 2- 




Side. Construct an oblong 2\" x 6|". Place dots 
on the left and right at if"; draw a line. Begin- 
ning at the left, place dots on the line every 
and on the bottom at ^", then every §" ; draw 
points. Fold on the line, then cut the points. 

Bottom (inside). \\" x 2". Draw a horizontal 
line 2" long. Place dots at f", \\". Set the 
compass to |" ; draw two half circles ; connect 
the curved lines. Cut. 

Bottom (outside). 



•|" x 2-L". Draw a horizontal 
Place dots at I" 



if". Set the 
compass to -|" ; draw two half circles ; connect 
the curved lines. Cut. Paste the edge of the in 



side. A piece \' 



side piece over the points. Paste the bottom over all. Paste the lap on the 
pasted around the top, even at the edge, will strengthen the holder. 



44 



PAPER SLOYD FOR PRIMARY GRADES 



XVII. LETTER HOLDER. (Bristol Board) 
Back. a,\" x io£" 




Construct an oblong 4\" x io|". Place dots on the top and bottom at ■§■", 6|"; draw 
lines. Place dots on the first line at f ", 2\", 3-|". Set the compass to f " ; place it on 
the center dot and draw a half circle ; on the other dots and draw the curves. 

Place dots on the top and bottom at \\" . Draw from the dots to the vertical line, 
touching the ends of the curves. Cut. 

Paste one pocket on the bottom with all the laps folded over the edge onto the back, 
and the other pocket on the line with the side laps folded over the edge onto 
the back. 



MODELS FOR THIRD YEAR 



45 



XVII. LETTER HOLDER. (Bristol Board.) Pocket. &,\" x 6J" 



Construct two ob- 
longs 4l"x6i". 

Place dots on the 
left and right at 

I" if". 4f", 

4^"; draw lines. 
Place dots on the 

first line at 1 1", 

3i", 4f". Set 

the compass to 

f" ; draw a half 

circle on center 

dot. Set the 

compass to |" ; 

draw curves on 

the other dots. 
Place dots on the 

second line at 

draw slanting 
lines from ends 
of curves to the 
second and third 
dots. Place dots 
on the third line 
and on the bot- 
tom at §", I", 
5f", 5F; con- 
nect these dots. 
Draw slanting lines 

at the sides. (See drawing.) 




46 



PAPER SLOYD FOR PRIMARY GRADES 



XVIII. BANK. 6J"xnJ" 

Construct an oblong 6\" x 
ill". 

Place dots on the top and 
bottom at 2i", 5f", 7f", 
io|"; draw lines. Place 
dots on the left and right 

at 1" T l" ,3" 6" 

Draw the first line across the 
first and third spaces, 
the second line across the 
second and fourth spaces, 
and the other lines from 
dot to dot. 

Place dots on the first line at 
|", if", if", 6", 61", 7". 

Place dots on the left and on 
the first, second, and third 
vertical lines at 1". 

Draw slanting lines from dot 
to dot. (See drawing.) 

Place dots on the third and 
fourth horizontal lines at 7f ' 



r-g-f^p-^ 














1 ' ! 












^ 


/ \ 








\ 
/ 










/ 




\ 










^ 7 







—U 



; draw a line. Draw lines across the corners. (See drawing.) Cut, fold, and paste the laps inside. 



/\ 



H 



->U-i.AU 






Bank — Chimney. \" x 2 J" 

Construct an oblong \" x 2\". Place dots on the top and bottom at \", 
if", 2I"; draw lines. Place a dot on the left and right at f". 

Hold the ruler on the dots and place dots on the vertical lines at f", 
draw slanting lines. (See drawing.) 

Cut, fold, and paste the lap inside. Paste onto the bank roof. 



MODELS FOR THIRD YEAR 



4 7 




XVIII. BANK 
Bank — Roof. 3*" x 4 }/' 

Construct an oblong 3|" x A\" ■ Place dots on the top and bot- 
tom at 2\", 2\", 2§". 
Draw a line through the second dots. 
Hold a ruler on the first dots and the third dots, and draw from 

l|-"tO 2§". 

Draw horizontal lines across the space. 
Fold on the middle line. 
Cut the horizontal lines, then the center line. 
Fold the laps back. 

Paste the roof onto the bank, and the chimney onto the roof 
— laps inside of the chimney. 



SUPPLEMENTARY MODELS 




I. QUARTERFOIL. 3 J" x $". (Bristol Board) 

A circle or a square of sandpaper 2\" in diameter may be pasted 
onto the quarterfoil and the same used as a match strike or 
pencil sharpener. 

The inner circle may be cut out and the quarterfoil then used 
for a picture frame. 

A picture or calendar may be pasted over the center. 



SUPPLEMENTARY MODELS 
II. ROUND BUTTON BOX. rj" x 6|". (Bristol Board) 



49 



AAAAAAAAA AAAAAAAAAAAAAAAAAA 



'%T 



J 



Pi: 



_*) 



Box. Construct an oblong i\" x 6|". Place dots on the left and right at \", f", iy ; draw lines. Place dots on the 
first and third lines, beginning at the left, at every \" mark. Place dots on the top and bottom, beginning at the 
left at 1", then at every \" mark ; draw points. Fold on the first and third lines. Cut the points. Cut the 
center line. 

Bottom and Top (inside). Draw and cut two circles 2" in diameter. 

Bottom and Top (outside). Draw and cut two circles 2\" in diameter. Paste the sides of the box, paste the points 
onto the small circle, then cover with the larger circle. The top and bottom are to be the same. 

Collar. Construct an oblong |" x 6-|". The top and bottom of the box being finished, fit and paste the collar onto 
the lower half of the box. 



fo 



PAPER SLOYD FOR PRIMARY GRADES 
III. TRIANGULAR CANDY BOX. Si" x 9" 



IV. SILK WINDER. 2" x 2" x 2" 





V. SILK WINDER. 2' 




SUPPLEMENTARY MODELS 
VI. DOLL-HOUSE CHAIR. 6"x6" 



VII. BOOKMARK (Rosette). 2"x$¥ 





K_JJ 



52 



PAPER SLOYD FOR PRIMARY GRADES 



IX. CALENDAR BACK (Pentagon) 
Diameter, s,\" 



VIII. DOLL-HOUSE TABOURET. 3" x 5 




The top of the tabouret may be a circle or an octagon, with the diameter 2". 



X. PENWIPER. Cover. z£" x 3^' 



Leaves (3). z\" x 2|" 





SUPPLEMENTARY MODELS 

XL CALENDAR BACK (Trefoil). 4 J" x 4 i' 



53 




Months 


OF 


THE 


Year 




r 


x 8" 




Days 


of 


THE 


W 


EEK. 


fr 


'X 


8" 





Days of the \ 


■lONTH. 


¥ 


x 9 r 











54 



Box. 5J-"x7i" 



PAPER SLOYD FOR PRIMARY GRADES 
XII. DIAMOND-SHAPED BOX 




Cover. 4^" x 6 \" 




SUPPLEMENTARY MODELS 
XIII. LETTERBOX. 6" X ni" 



55 



Letter Box — Base: 2f" x 5^ 



5 



II 

X|5j 



:f. 



U~£-» 



K* 



Jl 



XIV. BOOKMARK. 2" x 6'' 




PAPERS SUGGESTED FOR PAPER 
SLOYD MODELS 



A. Bristol Board, Plymouth Geranium, 22 x 28, 100 lbs. 

B. Royal Melton, Andovre, 20x25, 7° lbs 

C. Manila Drawing Paper, 24x36, 50 lbs. 

D. Manila Drawing Paper, 24 x 36, 60 lbs. 

E. Manila Drafting Paper, 24 x 36, 80 lbs. 
Samples of the paper suggested above are here given 

in alphabetical order, beginning with this sheet. These 
papers are suitable in finish, weight, and texture for use 
in making paper sloyd models in primary grades. 

The papers are inexpensive, and may be purchased 
by the pound, by the ream, or by the sheet, in these 
and other shades and tints. 



PAPERS SUGGESTED FOR PAPER 
SLOYD MODELS 

A. Bristol Board, Plymouth Geranium, 22 x 28, 100 lbs. 

B. Royal Melton, Andovre, 20x25, 7° lbs 

C. Manila Drawing Paper, 24x36, 50 lbs. 

D. Manila Drawing Paper, 24x36, 60 lbs. 

E. Manila Drafting Paper, 24 x 36, 80 lbs. 

Samples of the paper suggested above are here given 
in alphabetical order, beginning with this sheet. These 
papers are suitable in finish, weight, and texture for use 
in making paper sloyd models in primary grades. 

The papers are inexpensive, and may be purchased 
by the pound, by the ream, or by the sheet, in these 
and other shades and tints. 



OEC 30 1905 



Deacidified using the Bookkeeper process. 
Neutralizing agent: Magnesium Oxide 
Treatment Date: April 2011 

PreservationTechnologies 

A WORLD LEADER IN COLLECTIONS PRESERVATION 

111 Thomson Park Drive 
Cranberry Township, PA 16066 
(724) 779-2111 



